Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education

Genutė Gedvilienė, Vidmantas Tūtlys, Vilija Lukošiūnienė, Vaiva Zuzeviciute

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The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.
Original languageEnglish
Pages (from-to) 465-487
JournalInternational Review of Education
Issue number4
Publication statusPublished - 2018



  • Adult educators Formal, non-formal and informal adult education Lifelong learning Institutional development Post-Communist transition reforms Neoliberal approach Social dialogue Eurointegration

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